6846ddeb bb38 4873 a6da 94182a922c36

(1)

MODUL

E 6.

READING MATERIAL

B

est Practices

in PTD

Implementation

.

...

Participant is

expected to have

understanding

on best practices in the

implementation of

proportional teacher

distribution.

IMPLEMENTATION OF

PROPORTIONAL TEACHER

DISTRIBUTION IN LUWU

UTARA, SOUTH SULAWESI

Introduction

Many areas in Indonesia face a dilemma in the provision of teacher and education workers: while providing highly qualified teachers and adequate number of staff in each school is essential, allocating a sufficient budget that achieve this is a big challenge in this

decentralization era, especially for areas with low district government annual budget (APBD).

The KINERJA Proportional Teacher

Distribution (PTD) program has developed a set of best practices from its program implementation in Luwu Utara. The program activities are listed below:

• Disseminate information and share best practices on PTD, introduce PTD concepts to PTD program staff and management, reach a common goal, and build stakeholders

commitment.

• Provide training on how to process teacher and education worker data, SIM-NUPTK, and Padati Web.

(2)

Proportional Teacher

133

www.kinerja.or.i

• Access teacher and education worker

database, SIM-NUPTK and Padati Web.

• Analyze data on teacher and education worker.

• Provide guidance to program staff to draft policy recommendations.

 Present recommendations to district heads and education stakeholders.

• Advocate for budget to use for replication.

• Pilot proportional teacher distribution program.

• Conduct regular program monitoring and evaluation.

Results from Analysis of

Teacher's Needs in Luwu Utara

A. Introduction

The education sector targets of RPJMN (medium-term development plan) 2010-2014 aimed to improve public access to education and education quality. The indicators include reduced national illiteracy (4.18% in 2014), increased percentage of population completing the mandatory 9-year schooling and continuing education (using the average 8.25 school years in 2014), as well as an increase in the skilled workforce by strengthening vocational schools.

Improved access to high-quality, affordable, and effective education leads to a prosperous, self-sufficient, virtuous society and

a nation with strong character. Development in the education sector is designed to achieve economic growth, increase the skilled labor force and the capacity to: 1) create jobs or

entrepreneurial opportunities, and 2) respond to challenges in work force demands.

As a result, the core substance of the education action program in the RPJMN 2010-2014 includes:

1. Management: Empower school principals to manage an excellent education system, revitalize school supervisory boards to monitor school and teaching quality, activate School Committees and District Education Councils to ensure stakeholders involvement in the learning process;

2. Quality: Improve the quality of teachers, school management and service delivery through: a) teaching capacity remedial program; b) professional performance evaluation system for teachers; c) ISO 9001:2008 certification in 100% state universities, 50% private universities, 100% SMK (vocational schools) before 2014; d) develop extensive cooperation between state universities and international education institutions; e) encourage 11 universities to be ranked in Top 500 THES in 2014; f) ensure a 1:32 teacher-student ratio in primary schools (SD/MI) and 1:40 in junior high schools (SMP/MTs); and g) ensure provision of National Education Standards for Religion and Religious Education by 2013, at the latest.

(3)

The government's education action plan must correspond closely to the education performance targets set in Law No. 20 of 2003 on National Education System (Sisdiknas), which aimed to improve service delivery to students, and improve teachers and education workers

performance. Article 11 Paragraph (1) stated that central and local governments are obligated to provide not only

education services and facilities, but also ensure high-quality education for every citizen without discrimination, and availability of education fund for every citizen aged 7-15 years. Article 41 Paragraph (1) regulates that teachers and education workers may work across regions. Paragraph (2) stipulates that the appointment, deployment, and

distribution of teachers and education workers are set by the appointing institution according to the needs of education unit. Paragraph (3) stipulates that central government and local governments must facilitate education unit with teachers and education workers, as needed, to ensure the provision of good quality education.

Furthermore, Law 14 of 2005 on Teachers and Lecturers was established to support teacher restructuring, as stated in Articles 24, 25, and 28 that, a) the government is

obligated to meet the demands for teachers, in quantity,

academic qualifications, or competency to ensure the provision of early childhood education at public education institutions, both at primary and secondary levels, b) teacher’s appointment and placement are carried out objectively according to laws and regulations, c) teachers appointed by central government or local governments can be transferred across provinces, districts, sub-districts or to other education units to meet demands of that particular education unit or promotion, d) teachers appointed by central government or local governments may request to be

reassigned across provinces, districts, sub-districts or across education units according to law and regulations.

The establishment of Permendiknas No. 19 of 2007 on Education Management Standards by the Ministry of Education and Culture (MOEC) demonstrates a first step towards the

redistribution of teachers and education workers. Section B part 6 of the regulation addressed work plan implmentation related to teachers and education workers, specifically (a) school/ madrasah (Islamic schools) develops empowerment program for teachers and education workers; (b) empowerment program must focus on Teachers and Education Workers Standards and be developed according to school/madrasah's conditions including division of tasks, correcting staff shortage, creating a reward system and professional development for each teacher and education worker and

implementing this in a professional, just and transparent manner; (c)

(4)

Proportional Teacher

135

www.kinerja.or.i

appointment of additional teachers and education workers is carried out according to regulation set by school/madrasah's

management, (d) school/madrasah needs to support the following efforts: 1) promotion of teacher and education worker is conducted on the basis of expediency, fitness, and

professionalism, 2) systematic identification of teachers and education workers professional development according to individual aspirations, curriculum and school/madrasah’s needs, 3) teacher placement must adapt to the needs or qualifications by setting priorities, and 4) rotation of education worker from one position to another is based on job functions and tasks.

In 2010, the government issued a moratorium on the recruitment of civil servant candidates (CPNS) due to imbalances between indirect and direct expenditures. Based on data, most districts allocate 70-80% of its District Government Annual Budget (APBD) for personnel expenditures and the remaining for

non-personnel expenditures (capital and operational). In order to increase APBD allocation on capital and operational expenditures, local government is prohibited from recruiting functional CPNS (such as teachers) and should make use of available civil servant (PNS) teachers. In line with this moratorium, the government has established a joint ministerial regulation comprised of: Ministry of Education and Culture

(No.05/X/PB/2011), Ministry of Religion (No.11 of 2011), Ministry of Finance (No.158/

PMK.01/2011), Ministry of Home Affairs (No.

48/2011), and Ministry of State Administrative Reform (No. SPB/03/M.PAN-RB/10/2011) on restructuring and equitable distribution of PNS teacher. With respect to Article 4 paragraphs (1) and (2) of the Joint-Ministerial Regulations, the governors and district heads are

responsible for structuring and distributing PNS teachers across education units and levels in provincial or district governments that have a disproportional teaching staff. Furthermore, Article 4 paragraphs (3) and (4) stated that governors and district heads must coordinate and facilitate the transfer of PNS teachers in order to proportionally distribute PNS teachers across education units and levels, in

accordance with their authority. Paragraph (5) stipulates that governors are responsible for coordinating and facilitating education units and the levels and types of education according to their needs, and governors are authorized to distribute teachers sacross districts within one province. Proportional teacher distribution across education units and levels should be carried out based on analysis of teacher's needs and availability according to technical standards set by the Minister of Education and Culture (paragraph 6).

The implementation of planning and distribution of teacher according to the Joint-Ministerial

Regulation began on 2 January 2012 and was effectively ended on 31 December 2013 with district heads

(5)

submitting proposals for PNS proportional teacher distribution to the governor on February of that same year.

B. Method

A simple method is used to analyse PTD data, using available secondary data and SIMPK application. The Microsoft Excel-based SIMPK is developed by the Decentralized Basic Education (DBE-1, USAID-RTI) program and later utilized by Lembaga Pelatihan dan Konsultasi-Inovasi Pendidikan Indonesia

(LPKIPI). SIMPK basic data uses available data on PadatiWeb and NUPTK from the MOEC. At the start of each school year (July-August), each education unit must submit a LI (school individual sheet) which will be uploaded to PadatiWeb system by a web operator from DEO. The data is stored in the database of MOEC. NUPTK data is stored in SIM-NUPTK and directly connected to the system at MOEC. DEO operator may update the NUPTK system at any time by using the NUPTK offline support. Official and valid data that is regularly updated by using the SIMPK application is more likely to produce results that describe the real condition of teacher population at each school. Data analysis may be carried out quickly using the “pivot” tool on Microsoft-Excel

using the “drag and drop” feature. The DEO technical team has received training on SIMPK from LPKIPI, and

is expected to be able to update SIMPK every year because the result is not only useful for

implementing PTD properly but also for calculating the needs to achieve Minimum Service Standards (MSS), mapping school facilities and infrastructures within a district or sub-district.

PTD data analysis focuses on public schools (SDN, SMPN, and SMAN) as in line with government regulation PP No. 17 of 2010 on Education Management and Delivery, which states that the delivery and management of public education unit are the responsibility of central government and local governments.

Teachers sufficiency rate in state elementary schools (SDN) is based on the difference between current available teachers (excluding principals) with teaching positions at the school and the school’s actual needs for teachers. Teacher availability is based on the number of current teachers teaching at SDN, both PNS and non-PNS. Every PNS teacher is considered a full-time employee, while each non-PNS teacher is based on the number of teaching hours. This calculation is necessary because PNS teachers are paid a full salary even if the teaching hours are under 24 hours, while non-PNS teacher are paid according to his or her work load.

Non-PNS teachers who teach for 24 or more hours per week are considered full-time teachers, while non-PNS teachers who teach for fewer than 24 hours per week is

calculated as a ratio of the number of actual teaching hours

(6)

Proportional Teacher

137

www.kinerja.or.i

to 24 hours per week. For example, if a teacher teaches 12 hours a week then that teacher is calculated as 0.5 Full-time Teacher Equivalent (FTE).

The method to calculate subject teacher is also used in SMPN and SMAN.

C. Results

Results of the SIMPK analysis can be generated at the education unit level or individual teacher unit level. Relevant stakeholders in three pilot sub-districts have reviewed and agreed on the results, in which the 2011 LI data had been verified against 2011 NUPTK data.

1. Mapping of oversupplied class and subject teachers per PTD’s pilot sub-district, in state elementary school (SDN).

At the start of the program, selection of sub-districts to participate in the PTD pilot is based on topography and availability of comprehensive data for analysis and three sub-districts were selected:

a. ROHK Sukamaju selected from urban area

b. ROHK Sekko selected from mountainous area

c. Malangke Barat selected from Coastal area

The mapping results of oversupply and shortage of SDN class teachers in three sub-districts are presented in Table 1.

Table 1. Over and Undersupply of Class Teachers

Sub-district No. of

Schools No. of Class groups

No. of PNS teachers

No. of Non-PNS

teachers

Total no. of teachers

Over/ under supply

of teachers

Over/ under supply of PNS teachers

Sufficiency Ratio %12

Malangke Barat sub-district

Sekko

Sub-district 19 117 37 42 79 -38 -80 68%

Sukamaju

Sub-district 27 207 102 85 187 -22 -105 89%

Total 64 459 202 245 447 -23 -263 95%

The sufficiency ratio may be over 100% if there are additional Non-PNS FTE teachers 2

Sufficiency Ratio = Total number of teachers /Number of class groups 3

A positive number refers to the oversupply of or sufficient number of teachers 4

(7)

Figure

1. Category of Over and Undersupply of Class Teachers

■

– Kec. Sukamaju

- Non-PNS; - 105

■

– Kec. Sekko

- Non-PNS; - 80

■

– Kec. Malangke Barat

- Non-PNS; - 78

■

– Kec. Sukamaju

+ Non-PNS; - 22

■

–Kec. Sekko

+ Non-PNS; 38

■

– Kec. Malangke Barat

+ Non-PNS; 37

-120 -100 - 80 - 60 - 40 - 20 0 20 40

■ – Kec. Sukamaju ■. Kec. Sekko ■ Kec. Malangke Barat

The following describes in details the results displayed in Table 1 and Figure 1.

a. All sub-districts have a shortage of PNS class teachers, with Sukamaju as the sub-district with the highest ratio of undersupply. While this has been alleviated with support from non-PNS class teachers, Sukamaju sub-district still needs 22 more class teachers.

Sekko sub-district has an undersupply of 74 PNS class teachers and still needs 32 teachers after taking into consideration the number of non-PNS class teachers.

b. Malangke Barat sub-district has a shortage of 78 PNS teachers, however with the support of a high number of non-PNS class teachers, school activities are running as usual. In fact it has a surplus of 37 non-PNS class teachers.

c. Sukamaju sub-district has the highest

undersupply of PNS class teachers because it has more SDNs and class groups (rombel) compare to the other 2 sub-districts. The number of class groups in Sukamaju is 1.9 times higher than Sekko sub-district and 1.5 times higher than Malangke Barat sub-district. However, the sufficiency ratio that combines both PNS and non-PNS teachers shows that Sekko sub-district has a higher undersupply of teachers, only meeting 71% of total need for teachers.

The mapping of sports teachers (Penjaskes) per sub-district is detailed in Table 2 and religious teachers (PAI) in Table 3.

(8)

Proportional Teacher

139

www.kinerja.or.i

Table 2

. Over and Undersupply of Sports Teachers by Sub-district

Sub-district No. of

Schools

No. of Class Groups

No. of PNS Teache

No. of Non-PNS Teachers

Total no. of Teach ers

Over/ under supply

of Teache

Over /under supply of PNS Teache

Sufficiency Ratio %

Malangke Barat

Sub-district

Sekko

Sub-district 19 111 1 3 4 -10 -17 20%

Sukamaju

Sub-district 27 207 7 17 24 0 -26 99%

Total 64 459 14 39 53 -2 -60 95%

Table 3. Over and Undersupply of PAI (Islamic Religion) Teachers by Sub-district

Sub-district No. of

Schools

No.of Class groups

No. of PNS Teache

No. of Non-PNS Teachers

Total no. of Teach ers

Over/ under supply

of Teache

Over/ under supply of PNS Teache

Sufficiency Ratio %

Malangke Barat

sub-district

Sekko

Sub-district 19 111 0 1 1 -13 -19 5%

Sukamaju

Sub-district 27 207 17 13 30 0 -18 100%

Total 64 459 27 25 52 -13 -50 78%

(9)

The ratios of sports and PAI teachers

demonstrate that while there is a shortage of PNS subject teachers, a high number of non-PNS subject teachers in Sukamaju and Malangke Barat has alleviated the problem. Sekko sub-district still lacks sports and PAI teachers.

This information is only available to provide a general understanding of the undersupply or oversupply of class or subject teachers, this cannot be used as a basis to develop a detail plan to redistribute class and subject teachers. This is because a detail teacher distribution plan depends on the specific education unit.

Therefore, an in-depth analysis at education unit within sub-district is necessary.

2. Mapping of SDN class teachers by education unit per sub-district a. Malangke Barat sub-district

Data analysis at the education unit in Malangke Barat sub-district is highly varied and can be grouped into four categories:

1) First category: There is an undersupply

of PNS and Non-PNS class/subject teachers;

2) Second category: There is an undersupply

of PNS class/subject teachers but has been sufficiently filled by non-PNS class/subject teachers;

3) Third category: There is an undersupply of

PNS class/subject teachers and has been sufficiently filled by or has an oversupply of non-PNS class/subject teachers;

4) Fourth category: There is an oversupply of

PNS class/subject teachers and an oversupply of non-PNS class/subject teachers.

Distribution of under and oversupply of class teachers can be seen in Table 4.

Table 4. Over and undersupply of class teachers per education unit in

Malangke Barat Sub-district

School Name No. of Class groups

No. of PNS Teach ers

No. of Non-PNS Teach ers

Total no. of teacher s

Over/u nder supply of teacher s

Over/u nder supply of PNS teache

Sufficiency Ratio %

SDN 142 POMBAKKA 10 1 4 5 -5 -9 50%

SDN 157 KALITATA 13 1 10 11 -2 -12 83%

SDN 158 LIMBONG WARA 7 1 5 6 -1 -6 86%

SDN 159 PEMBUNIANG 6 2 4 6 0 -4 96%

SDN 145 LAMIKO-MIKO 6 3 3 6 0 -3 100%

(10)

Proportional Teacher

141

www.kinerja.or.i

School Name No. of class groups

No. of PNS Teach ers

No. of

Non-PNS Teach ers

Total no. of Teache rs

Over/u ndersu pply of Teache rs

Over/u ndersu pply of

PNS Teache

Sufficiency Ratio %

SDN 147 LABBU 6 3 5 8 2 -3 133%

SDN 149 BAKU-BAKU 11 7 6 13 2 -4 118%

SDN 150 PAO 12 4 10 14 2 -8 117%

SDN 154 LAYAR PUTIH 6 4 4 8 2 -2 133%

SDN 156 RANTELANGI 6 0 8 8 2 -6 133%

SDN 155 URUKUMPANG 6 4 5 9 3 -2 150%

SDN 152 CENNING 6 5 5 10 4 -1 163%

SDN 160 LANDUNG DOU 7 3 9 12 4 -4 157%

SDN 143 ARUSU 6 3 8 11 5 -3 175%

SDN 151 PENGKAJOANG 7 6 6 12 5 -1 171%

SDN 153 MATTIROWALIE 14 8 13 21 6 -6 145%

SDN 148 AMASSANGAN 6 5 9 14 8 -1 233%

Total 141 63 118 181 37 -78 126%

Table 4 demonstrates that;

1) Three SDNs experienced serious

undersupply of PNS class teachers because the schools have only one PNS class teachers, which means all other teachers in the schools are non-PNS teachers. Non-PNS class teachers teach 4-10 class groups. Non-PNS class teachers, who have less attachment to that education unit can easily leave their positions should there be an opportunity to work in another education unit

or in the non-education field. And this will disturb the learning and teaching process. 2) Interesting findings from SDN 156 Rantelangi

indicate that all of the school’s class teachers, except the principal, are non-PNS. DEO of Luwu Utara must address this situation and redistribute PNS teachers to this education unit.

(11)

3) SDN 153 Mattirowalie has the highest number of PNS class teachers (8 teachers). However with a high number of class groups that exceed available PNS class teachers, the school still needs more PNS class teachers. While the school has been filling the positions with additional non-PNS teachers, the local government should focus attention to this situation because the

operational cost of non-PNS class teachers is taken from BOS APBN fund, of which 80% should be used for non-salary related purposes.

and SDN 158 Limbong Wara needs 6 additional teachers.

2) 11.1% or two schools have an undersupply of PNS class teachers, however this has been resolved by a sufficient number of non-PNS teachers.

3) 72.2% or thirteen schools have an undersupply of PNS class teachers but with sufficient number of non-PNS teachers, the school learning process is running as usual. There are in fact

Figure 2. Category of Over and Undersupply of Class Teachers

■

Category 4; 0

■

Category 3; 13

■

Category 2; 2

■

Category 1; 3

Figure 2 concludes that:

1) 16.7% or three schools have an undersupply of PNS class teachers and insufficient number of non-PNS class teachers. SDN 157 Kalitata has the most serious

undersupply of class teachers, with a need of 12 teachers, SDN 142 Pombakka needs 9 teachers,

an oversupply of eight non-PNS teachers in SDN 148 Amassangan.

The mapping of sports teachers per education unit in the Malangke Barat sub-district is provided in Table 5 below.

(12)

Proportional Teacher

143

www.kinerja.or.i

Table 5. Over and undersupply of sports teachers per education unit in

Malangke Barat Sub-district

School Name No. of Class groups

No. of PNS Teache

No. of

Non-PNS Teache

Total no. of Teachers

Over/un der supply

of Teacher

Over/un der supply of PNS Teacher

Sufficiency Ratio %

SDN 142 POMBAKKA 10 -2 -2 0%

SDN 145 LAMIKO-MIKO 6 -1 -1 0%

SDN 146 WAELAWI 6 -1 -1 0%

SDN 157 KALITATA 13 1 0 1 -1 -1 50%

SDN 159 PEMBUNIANG 6 -1 -1 0%

SDN 149 BAKU-BAKU 11 0 2 2 0 -2 88%

SDN 150 PAO 12 0 2 2 0 -2 88%

SDN 152 Cenning 6 0 1 1 0 -1 75%

SDN 143 ARUSU 6 0 2 2 0 -1 100%

SDN 147 LABBU 6 0 1 1 0 -1 100%

SDN 151 PENGKAJOANG 7 0 1 1 0 -1 100%

SDN 153 MATTIROWALIE 14 1 1 2 0 -1 100%

SDN 154 LAYAR PUTIH 6 0 1 1 0 -1 100%

SDN NO 158 LIMBONG WARA

SDN 156 RANTELANGI 6 1 1 2 1 0 150%

SDN 148 AMASSANGAN 6 0 2 2 1 -1 175%

SDN 155 URUKUMPANG 6 1 1 2 1 0 175%

SDN 160 LANDUNG DOU 7 1 4 5 3 0 400%

(13)

Table 5 describes the following:

1) Five schools have a shortage of PNS sports teachers with no support from non-PNS sports teachers. Four schools have a sufficiency ratio of 0%, which means the schools have neither PNS or non-PNS sports teachers. These four schools are SDN 142 Pombakka, SDN 145 Lamiko-Miko, SDN 146 Waelawi, and SDN 159

Pembuniang.

2) Twelve schools do not have any PNS sports teachers, of which eight education units

Limbong Wara, SDN 156 Rantelangi, SDN 155 Urukumpang and SDN 160 Landung Dou. Three of them have an oversupply of non-PNS sports teachers.

4) Overall, with the number of non-PNS sports teachers, there is an oversupply of total sports teachers.

Figure 3 shows that most of the schools have sufficient number of sports teachers (44.4%), while 27.8% of schools still lack PNS and non-PNS sports teachers. Schools can resolve this by

Figure 3. Percentage of Sports Teachers by Category

Category 3 5.6% (1)

Category 2 44.4% (8)

Category 4 22.2% (4)

Category 1 27.8% (5)

■

Category 1

■

Category 2

■

Category 3

■

Category 4

received support from non-PNS sports teachers, the remaining schools have no sports teachers.

3) Four schools have sufficient PNS sports teachers: SDN 158

redistributing teacher from schools that have too many sports teachers to schools in need according to PTD criteria. It is difficult to redistribute non-PNS sports teachers because their appointment contract was issued by

(14)

Proportional Teacher

145

www.kinerja.or.i

the principal instead of local government. An alternative solution is to encourage redistribution of non-PNS sports teachers to undersupplied SDNs located in the same area as

the previous school (MSS: less than 3 km).

The mapping of PAI (Islamic Religion

Education) teachers per education unit can be seen in Table 6 below.

Table 6. Over and undersupply of PAI teachers per education unit in

Malangke Barat Sub-district

School Name

No. of Class groups

No. of PNS Teachers

No. of Non-PNS Teachers

Total no. of Teachers

Over/und er supply

of Teachers

Over/unde r supply

of PNS Teachers

Sufficiency Ratio %

SDN 142 POMBAKKA 10 -2 -2 0%

SDN 150 PAO 12 0 1 1 -2 -2 13%

SDN 153 MATTIROWALIE 14 0 1 1 -2 -2 13%

SDN 143 ARUSU 6 -1 -1 0%

SDN 145 LAMIKO-MIKO 6 -1 -1 0%

SDN 155 URUKUMPANG 6 -1 -1 0%

SDN 159 PEMBUNIANG 6 -1 -1 0%

SDN 156 RANTELANGI 6 0 1 1 -1 -1 50%

SDN 147 LABBU 6 1 0 1 0 0 100%

SDN 149 BAKU-BAKU 11 1 1 2 0 -1 100%

SDN 152 CENNING 6 1 0 1 0 0 100%

SDN 154 LAYAR PUTIH 6 1 0 1 0 0 100%

SDN 157 KALITATA 13 1 1 2 0 -1 100%

SDN 158 LIMBONG WARA 7 0 2 2 0 -1 138%

SDN 146 WAELAWI 6 2 0 2 1 1 200%

SDN 148 AMASSANGAN 6 1 1 2 1 0 200%

SDN 160 LANDUNG DOU 7 0 2 2 1 -1 200%

SDN 151 PENGKAJOANG 7 2 1 3 2 1 300%

(15)

According to Table 6, there are eight schools without any PNS or non-PNS PAI teachers. But two schools have an oversupply of PNS PAI teachers: SDN 146 Waelani has one extra PNS subject teacher, SDN 151

Pangkajoang has one extra PNS subject teacher or 2 PAI teachers (the other one is a non-PNS PAI teacher). Overall, the analysis shows that there are sufficient PNS PAI teachers, as seen in Figure 4 below.

Figure 4. Percentage of PAI Teachers by Category

■

Category 3 5.6% (1)

■

Category 2 16.7% (3)

■

Category 4 33.3%

(6)

■

Category 1 44.4%

(8)

(16)

Proportional Teacher

147

www.kinerja.or.i

b. Sekko Sub-district

Table 7 is a mapping of teachers supply at the SDN level in Sekko sub-district.

Table 7. Over and undersupply of class teachers per education unit in Sekko

Sub-district

School Name No.of Class groups

No.of PNS Teach ers

No.of

Non-PNS Teach ers

Total no. of Teache rs

Over/u nder supply

of Teache

Over/u nder supply of PNS Teache

Sufficiency Ratio %

SDN 234 LORE 6 0 1 1 -5 -6 17%

SDN 075 LAMBIRI 6 1 1 2 -4 -5 33%

SDN 080 POKAPPAANG 6 0 2 2 -4 -6 33%

SDN 082 KARIANGO 6 2 0 2 -4 -4 33%

SDN 070 BANA 6 2 1 3 -3 -4 50%

SDN 084 SIPULUNG 6 1 2 3 -3 -5 50%

SDN 086 LEDAN 6 2 1 3 -3 -4 50%

SDN 073 BUSAK 6 3 1 4 -2 -3 67%

SDN 076 AMBALONG 6 1 3 4 -2 -5 67%

SDN 078 POYAHAANG 6 0 4 4 -2 -6 67%

SDN 081 HOYANE 6 3 1 4 -2 -3 67%

SDN 083 MALIMONGAN 6 2 2 4 -2 -4 67%

SDN 085 RANTEDANGA 9 3 4 7 -2 -6 78%

SDN 065 RANTE KASUMMONG

SDN 069 PADANG BALUA 6 2 3 5 -1 -4 83%

SDN 077 PEWANEANG 6 1 4 5 -1 -5 83%

SDN 079 TANETE BABA 6 3 3 6 0 -3 100%

SDN 072 TURONG 6 3 4 7 1 -3 117%

SDN 071 TANETE 6 4 4 8 2 -2 133%

(17)

Figure 5. Percentage of Class Teachers per Category

■

Category 3 10.5% (2)

■

Category 2 5.3% (1)

■

Category 4 0% (0)

■

Category 1 84.2% (16)

■

Category 1

■

Category 2

■

Category 3

■

Category 4

According to Table 7 above:

1) 95% of schools in Sekko sub-district have 6 class groups. Seven schools with less than 50% sufficiency ratio have serious needs of PNS and non-PNS class teachers, for example: (a) SDN 234 Lore needs 5 class teachers, (b) SDN 075 Lambiri, SDN 080

Pokappaang, and SDN 082 Kariango needs 4 class teachers, (c) SDN 070

Bana, SDN 084 Si Pulung, and SDN 086 Ledan need 3 class teachers. Nine other schools need 3-6 PNS class teachers and support from non-PNS class teachers. 2) 15% of schools or three SDNs have

sufficient class teachers with support from non-PNS class teachers.

Table 8 shows the mapping of sports teacher per education unit.

Table 8. Over and undersupply of sports teacher per education unit in Sekko Sub-district

School Name No. of

Class groups

No.of PNS Teach ers

No. of

Non-PNS Teach ers

Total no. of teacher s

Over/u nder supply of teacher s

Over/u nder supply of PNS Teache

Sufficiency Ratio

SDN 065 RANTE KASUMMONG

6 -1 -1 0%

SDN 069 PADANG BALUA 6 -1 -1 0%

(18)

Proportional Teacher

149

www.kinerja.or.i

School Name No. of Class groups

No. of PNS Teach ers

No. of

Non-PNS Teach ers

Total no. of Teache rs

Over/u nder supply

of Teache

Over/u nder supply of PNS Teache

Sufficiency Ratio

SDN 071 TANETE 6 -1 -1 0%

SDN 072 TURONG 6 -1 -1 0%

SDN 073 BUSAK 6 -1 -1 0%

SDN 075 LAMBIRI 6 -1 -1 0%

SDN 076 AMBALONG 6 -1 -1 0%

SDN 077 PEWANEANG 6 -1 -1 0%

SDN 079 TANETE BABA 6 -1 -1 0%

SDN 081 HOYANE 6 -1 -1 0%

SDN 083 MALIMONGAN 6 -1 -1 0%

SDN 085 RANTEDANGA 9 -1 -1 0%

SDN 086 LEDAN 6 -1 -1 0%

SDN 234 LORE 6 -1 -1 0%

SDN 082 KARIANGO 6 0 1 1 -1 -1 25%

SDN 084 SIPULUNG 6 0 1 1 -1 -1 42%

SDN 080 POKAPPAANG 6 0 1 1 0 -1 75%

SDN 078 POYAHAANG 6 1 0 1 0 0 100%

(19)

Figure 6. Number of Schools with over or undersupply of sports

teachers in Sekko Sub-district by Category

■

Category 4; 1

■

Category 3; 0

■

Category 2; 1

■

Category 1; 17

Several conclusions can be drawn from Table 8 and Figure 6 above:

1) 89.5% or seventeen schools lack PNS sports teachers and non-PNS subject teachers.

2) 10.6% or two schools have sufficient sports teacher, because of

support from non-PNS sports teachers. 3) There are 15 schools without sports

teachers, indicated by zero in the last column. Verification of this data has been confirmed by LI operator and NUPPTK education office.

Mapping of PAI teachers is shown in Table 9 below.

Table 9. Over and undersupply of PAI teachers per education unit in Sekko Sub-district

School Name No. of

Class groups

No. of PNS Teach ers

No. of

Non-PNS Teach ers

Total no. of teacher s

Over/u nder supply of teacher s

Over/un der supply of PNS Teache

Sufficiency Ratio

SDN 085 RANTEDANGA 9 -2 -2 0%

SDN 065 RANTE KASUMMONG

6 -1 -1 0%

SDN 069 PADANG BALUA 6 -1 -1 0%

SDN 070 BANA 6 -1 -1 0%

(20)

Proportional Teacher

151

www.kinerja.or.i

School Name No. of Classes

No. of PNS Teach ers

No.of

Non-PNS Teach ers

Total no. of Teache rs

Over/u nder supply

of Teache

Over/u nder supply of PNS Teache

Sufficiency Ratio

SDN 072 TURONG 6 -1 -1 0%

SDN 073 BUSAK 6 -1 -1 0%

SDN 075 LAMBIRI 6 -1 -1 0%

SDN 077 PEWANEANG 6 -1 -1 0%

SDN 078 POYAHAANG 6 -1 -1 0%

SDN 079 TANETE BABA 6 -1 -1 0%

SDN 080 POKAPPAANG 6 -1 -1 0%

SDN 081 HOYANE 6 -1 -1 0%

SDN 082 KARIANGO 6 -1 -1 0%

SDN 083 MALIMONGAN 6 -1 -1 0%

SDN 084 SIPULUNG 6 -1 -1 0%

SDN 086 LEDAN 6 -1 -1 0%

SDN 234 LORE 6 -1 -1 0%

SDN 076 AMBALONG 6 0 1 1 0 -1 75%

Total 117 0 1 1 -14 -20 5%

Table 9 above concludes that:

1) 94.7% or eighteen schools lack PNS PAI teachers and receive no support from non-PNS teachers. 2) 5.3% or one school has sufficient PAI teachers because of support from non-PNS sports

teachers.

3) Eighteen schools have no PAI teachers, as indicated by zero in the last column. Verification of this data is confirmed by LI operator and NUPTK of education office.

(21)

c. Sukamaju Sub-district

Table 10 details the mapping of class teachers in schools in Sukamaju Sub-district.

Table 10. Over and undersupply of class teacher per education unit in Sukamaju Sub-district

School Name No. of

Class groups

No. of PNS Teach ers

No. of

Non-PNS Teach ers

Total no. of teachers

Over/und er supply

of PNS Teachers

Over/u nder supply of PNS Teache

Sufficiency Ratio

SDN 182 WONOKERTO 12 2 4 6 -6 -10 49%

SDN 172 SUKAMAJU I 12 5 2 7 -5 -7 58%

SDN 167 TULUNG INDAH I 11 3 4 7 -4 -8 64%

SDN 174 SUKADAMAI 10 5 2 7 -3 -5 70%

SDN 180 RAWAMANGUN i 11 4 4 8 -3 -7 73%

SDN 177 TOLANGI 7 2 3 5 -2 -5 71%

SDN 181 RAWAMANGN II 8 6 0 6 -2 -2 75%

SDN 227 PONGKASE 6 0 4 4 -2 -6 67%

SDN 161 LAMPUAWA 6 3 2 5 -1 -3 83%

SDN 179 MULYOREJO II 6 4 1 5 -1 -2 83%

SDN 162 MINANGA TALLU 8 2 5 7 -1 -6 88%

SDN 176 SIDORAHARJO 10 4 6 10 -1 -6 91%

SDN 169 KETULUNGAN 7 4 3 7 -1 -3 91%

SDN 164 KALUKU 6 3 3 6 0 -3 96%

SDN 223 SUKAHARAPAN 6 2 4 6 0 -4 96%

SDN 183 SUMBER BARU 6 4 2 6 0 -2 99%

SDN 166 SAPTA MARGA 8 4 4 8 0 -4 99%

SDN 163 TAMBOKE 6 5 1 6 0 -1 100%

SDN 168 TULUNG INDAH II 10 5 5 10 0 -5 100%

SDN 185 PAOMACANG 6 2 4 6 0 -4 100%

(22)

Proportional Teacher

153

www.kinerja.or.i

School Name No. of Class groups

No. of PNS Teach ers

No. of

Non-PNS Teach ers

Total no. of Teac hers

Over/u nder supply

of Teache

Over/u nder supply of PNS Teache

Sufficiency Ratio

SDN 173 SUKAMAJU II 12 8 5 13 1 -4 107%

SDN 170 TULUNGSARI I 6 6 1 7 1 0 117%

SDN 178 MULYOREJO I 9 6 4 10 1 -3 111%

SDN 165 SALULEMO 6 5 2 7 1 -1 117%

SDN 175 SUKAMUKTI 6 3 4 7 1 -3 117%

SDN 184 SUBUR 0 4 1 5 5 4 N/A

Total 207 102 85 187 -22 -105 89%

Figure 7. Percentage of Class Teachers per Category

■

Series

Category 3 0% (0)

■

Series

Category 4 7.4% (2)

■

Series

Category 2 29.6% (8)

■

Category 1

■

Category 2

■

Category 3

■

Category 1

48.4% (13)

Table 10 provides the following findings in Sukamaju sub-district:

1) Schools with the highest undersupply of PNS

class teachers are SDN 182 Wonokerto

(shortage of 10 teachers),

SDN 167 Tulung Indah I (shortage of 8 teachers), SDN 172 Sukamaju I, SDN 180 Rawamangun I (shortage of 7 teachers), SDN 227 Pongkase, SDN 162 Minanga Tallu, SDN 176 Sidoraharjo (shortage of 6 teachers), while other SDNs need between 1 to 5 PNS class teachers.

(23)

2) Some schools have a significant

oversupply of PNS class teacher such as

SDN 184 Subur (oversupply of 4 PNS teachers and 1 non-PNS class teacher), which indicates the need for teacher redistribution within the sub-district. 3) Overall, 48.1% of the education units

lack PNS class teachers and received insufficient support from non-PNS class teachers. Furthermore, about 29.6% of schools lack PNS class teachers but have sufficient number of non-PNS class teacher. Table 11 shows the mapping of sports teacher in Sukamju Sub-district.

Table 11. Over and undersupply of sports teachers per education unit in

Sukamaju Sub-district

School Name No. of Class groups

No. of PNS teache

No. of

Non-PNS teache

Total no. of Teache rs

Over/u nder supply

of Teache

Over/u nder supply of PNS Teache

Sufficiency Ratio

SDN 172 SUKAMAJU I 12 -2 -2 0%

SDN 176 SIDORAHARJO 10 0 1 1 -1 -2 38%

SDN 174 SUKADAMAI 10 0 1 1 -1 -2 42%

SDN 169 KETULUNGAN 7 -1 -1 0%

SDN 180 RAWAMANGUN i 11 0 1 1 -1 -2 50%

SDN 185 PAOMACANG 6 -1 -1 0%

SDN 167 TULUNG INDAH I 11 1 0 1 -1 -1 50%

SDN 173 SUKAMAJU II 12 1 0 1 -1 -1 50%

SDN 175 SUKAMUKTI 6 -1 -1 0%

SDN 182 WONOKERTO 12 1 0 1 -1 -1 50%

SDN 166 SAPTA MARGA 8 0 1 1 0 -1 75%

SDN 179 MULYOREJO II 6 0 1 1 0 -1 79%

SDN 163 TAMBOKE 6 0 1 1 0 -1 83%

SDN 170 TULUNGSARI I 6 0 1 1 0 -1 83%

SDN 181 RAWAMANGN II 8 0 1 1 0 -1 83%

SDN 183 SUMBER BARU 6 0 1 1 0 -1 83%

SDN 224 LINO 6 0 1 1 0 -1 88%

(24)

Proportional Teacher

155

www.kinerja.or.i

SDN 161 LAMPUAWA 6 1 0 1 0 0 100%

SDN 164 KALUKU 6 1 0 1 0 0 100%

SDN 168 TULUNG INDAH II 10 1 0 1 0 0 100%

SDN 177 TOLANGI 7 0 1 1 0 -1 100%

SDN 178 MULYOREJO I 9 0 1 1 0 -1 100%

SDN 227 PONGKASE 6 0 1 1 0 -1 100%

SDN 162 MINANGA TALLU 8 1 0 1 0 0 100%

SDN 223 SUKAHARAPAN 6 0 2 2 1 -1 175%

SDN 184 SUBUR 0 0 1 1 1 0 N/A

Total 207 7 17 24 0 -26 99%

Figure 8. Number of Education Units with over or undersupply of sports

teachers in Sukamaju Sub-district by Category

■

Category 4; 5

■

Category 3; 1

■

Category 2; 11

■

Category 1; 10

Table 11 and Figure 8 provide the following conclusions:

1) Four schools have data on sports teachers, the data has been verified.

2) Ten schools lack both PNS sports teachers and non-PNS subject teachers.

3) Five schools have sufficient number of PNS sports teachers, of which two

(25)

have an oversupply of non-PNS sports teachers.

Table 12 shows the mapping of PAI teachers in Sukamaju sub-district.

Table 12. Over and undersupply of PAI teachers per education units in Sukamaju sub-district

School's Name No. of

Class groups

No. of PNS Teach ers

No.of

Non-PNS Teach ers

Total no. of teachers

Over/und er supply

of teachers

Over/u nder supply of PNS Teache

Sufficiency Ratio %

SDN 174 SUKADAMAI 10 -2 -2 0%

SDN 168 TULUNG INDAH II 10 1 0 1 -1 -1 50%

SDN 172 SUKAMAJU I 12 1 0 1 -1 -1 50%

SDN 176 SIDORAHARJO 10 1 0 1 -1 -1 50%

SDN 178 MULYOREJO I 9 1 0 1 -1 -1 50%

SDN 180 RAWAMANGUN i 11 1 0 1 -1 -1 50%

SDN 182 WONOKERTO 12 0 1 1 -1 -2 50%

SDN 165 SALULEMO 6 0 1 1 -1 -1 38%

SDN 223 SUKAHARAPAN 6 0 1 1 -1 -1 4247

573

SDN 163 TAMBOKE 6 0 1 1 0 -1 75%

SDN 181 RAWAMANGN II 8 0 1 1 0 -1 75%

SDN 183 SUMBER BARU 6 0 1 1 0 -1 75%

SDN 167 Tulung Indah I 11 1 1 2 0 -1 88%

SDN 173 SUKAMAJU II 12 1 1 2 0 -1 88%

SDN 179 MULYOREJO II 6 0 1 1 0 -1 75%

SDN 161 LAMPUAWA 6 1 0 1 0 0 100%

SDN 164 Kaluku 6 1 0 1 0 0 100%

SDN 169 KETULUNGAN 7 1 0 1 0 0 100%

SDN 177 TOLANGI 7 0 1 1 0 -1 100%

SDN 185 PAOMACANG 6 1 0 1 0 0 100%

SDN 224 LINO 6 1 0 1 0 0 100%

SDN 175 SUKAMUKTI 6 1 0 1 0 0 100%

SDN 162 MINANGA TALLU 8 1 0 1 0 0 100%

(26)

Proportional Teacher

157

www.kinerja.or.i

School Name No. of Class groups

No. of PNS Teach ers

No. of

Non-PNS Teach ers

Total no. of teachers

Over/und er supply

of teachers

Over/u nder supply of PNS Teache

Sufficiency Ratio %

SDN 227 PONGKASE 6 1 1 2 0 0 125%

SDN 170 TULUNGSARI I 6 1 1 2 1 0 150%

SDN 184 SUBUR 0 1 0 1 1 1 N/A

Total 207 17 13 30 0 -18 100%

Figure 9. Percentage of Education Units by Category

■

Category 4

37% (10)

■

Category 1

33.3%

(9)

■

Category 3

0% (0)

■

Category 2

29.6%

(8)

■

Category 1

■

Category 2

■

Category 3

■

Category 4

Table 12 and Figure 9 provide the following findings:

1) 33.3% or nine schools lack PNS PAI

teachers and receive insufficient support from non-PNS PAI teachers

2) 37.0% or ten schools have sufficient number of PNS PAI teachers, one of which has an oversupply of PNS PAI teachers and another SDN has an oversupply of non-PNS PAI teachers. Additional teachers can be redistributed to other schools that are in need of PAI teachers.

(27)

3. In implementing proportional teacher distribution, the process is not a simple transfer of class or subject teachers from one school to another, it must consider two important components: students and teachers.

a. Student; by calculating student-class group ratio.

1) Schools that have an shortage of class and subject teachers with small student-class group ratios (less than 0.5 MSS or 16 students per class group), typically found in small schools, can utilize the multi-grade classrooms or school regrouping methods if they meet regrouping requirements, for example if the schools are close in distance or if they share the same backyard.

2) Schools that have a shortgage of class or subject teachers with larger student-class group ratio (more than 1.5 MSS or 48 students per class group) can form new class groups and recruit or redistribute extra teachers according to proportional teacher distribution criteria.

3) Schools that have a shortage of class or subject teachers with the student-class group ratio close to or slightly higher than the MSS (± 32 students per class group) can

redistribute additional class teachers, or re-assign subject teachers as class teachers according to proportional teacher distribution criteria.

b. Teacher; by calculating number of teacher per qualification and age span 1) If there is an oversupply of teachers, the

teachers’ qualifications must be

assessed. Teachers that are selected to be transferred should have S1

qualification and within the ages of 25 to 55.

2) If there is an oversupply of teachers with DIII-qualifications and if the teachers are within the ages of 25-50, they may be eligible for a scholarship or subsidy to earn a S-1 or bachelor degree. c. Result of PTD calculation

by considering students and teachers Another PTD strategy can be carried out by using the cross tab of student-class group ratio to undersupplied PNS class teachers or support from non-PNS class teachers.

(28)

Proportional Teacher

159

www.kinerja.or.i

Table 13. Number of education unit and student-class group ratio

per sub-district

Sub-district/class group student

ratio

No. of schools

No. of PNS Class teachers

No. of Non-PNS Class teachers

Total no. of Class Teachers

Over/Undersu pply of

Class teachers

Over/Undersu pply of PNS Class

teachers

- Kec. Malangke Barat 18 63 118 181 37 -78

< 16 Students < 24 Students < 32 Students

3 8 12 20 2 -10

10 41 70 111 25 -44

5 14 36 50 10 -24

Kec. Sekko 19 37 42 79 -38 -80

< 8 Students 4 6 7 13 -11 -18

<16 Students 7 16 15 31 -11 -26

< 24 Students 7 12 19 31 -14 -33

< 32 Students 1 3 1 4 -2 -3

Kec. Sukamaju 27 102 85 187 -22 -105

< 8 Students 1 0 4 4 -2 -6

<16 Students 1 2 4 6 0 -4

< 24 Students 8 30 30 60 -13 -42

< 32 Students 14 58 41 99 -13 -53

> 32 Students 2 8 5 13 1 -4

Gap (Kec. Sukamaju) 1 4 1 5 5 4

Total 64 202 245 447 -23 -263

Table 13 focuses on the analysis of ratio of

smaller class group student, with the following findings:

1) Three schools in Malangke Barat sub-district have fewer than 16 students per class group; multi-grade or composite classrooms and teacher’s quality improvement can be implemented to address the lack of teachers, instead of redistribution or recruitment.

2) Eleven schools in Sekko sub-district have fewer

than 16 students per class group, therefore multi-grade classrooms or school regrouping can be implemented if all requirements are met.

3) Two schools in Sukamaju sub-district meet the small school criteria and may apply the same solution detailed above.

Schools with even smaller student-class group ratio are recommended to utlize the multi-grade classroom method, as shown in Table 14.

(29)

Table 14. Education units with smaller ratio of class group student

(< 8 student per class group) per sub-district

Schools with small student-class group ratio (< 8 students per class group)

Schools PNS Class

Teac hers

Non-PNS Class Teachers

Total no. of Class Teac hers

Under/over supply of

Class Teachers

Under/oversu pply of PNS

Class Teachers

Kec. Sekko 4 6 7 13 -11 -18

SDN 070 BANA SDN 072 TURONG SDN 075 LAMBIRI

SDN 234 LORE

1 2 1 3 -3 -4

1 3 4 7 1 -3

1 1 1 2 -4 -5

1 0 1 1 -5 -6

Kec. Sukamaju 1 0 4 4 -2 -6

SDN 227 PONGKASE 1 0 4 4 -2 -6

Grand Total 5 6 11 17 -13 -24

Table 15. Education unit with smaller student-class group ratio

(< 16 students per class group) per sub-district

Schools with small student-class group ratio (< 16 students per class group)

School PNS Class

Teac hers

Non-PNS Class Teachers

Total Class Teac hers

Under/over supply of

Class Teachers

Under/over supply of PNS Class

Teachers

Kec. Malangke Barat 3 8 12 20 2 -10

SDN 145 LAMIKO-MIKO

SDN 147 LABBU SDN 159 PEMBUNIANG

1 3 3 6 0 -3

1 3 5 8 2 -3

1 2 4 6 0 -4

Kec. Sekko 7 16 15 31 -11 -26

SDN 065 RANTE KASUMMONG SDN 071 TANETE SDN 073 BUSAK SDN 077 PEWANEANG

SDN 078 POYAHAANG SDN 082 KARIANGO

1 4 4 8 2 -2

1 3 1 4 -2 -3

1 1 4 5 -1 -5

1 0 4 4 -2 -6

(30)

Proportional Teacher

161

www.kinerja.or.i

Schools with small student-class group ratio (< 16 students per class group)

School PNS Class

Teac her

Non-PNS Class Teacher

Total Class Teac

her

Under/over supply of

Class Teacher

Under/over supply of PNS Class

Teacher

SDN 086 LEDAN 1 2 1 3 -3 -4

Kec. Sukamaju 1 2 4 6 0 -4

SDN 185 PAOMACANG 1 2 4 6 0 -4

Total 11 26 31 57 -9 -40

A number of schools in all three sub-districts have student-class group ratios close to MSS (32 students per class group), as shown in Table 16.

Table 16. Education unit with student-class group ratio closer to MSS

(32 students per class group) per sub-district

Schools with small student-class group ratio (< 32 students per class group)

School PNS Class

Teac hers

Non-PNS Class Teachers

Total Class Teac hers

Under/over supply of

Class Teachers

Under/over supply of PNS Class

Teachers

Kec. Malangke Barat 5 14 36 50 10 -24

SDN 143 ARUSU SDN 146 WAELAWI SDN 155 URUKUMPANG SDN 157 KALITATA SDN 160 LANDUNG DOU

1 3 8 11 5 -3

1 3 4 7 1 -3

1 4 5 9 3 -2

1 1 10 11 -2 -12

1 3 9 12 4 -4

Kec. Sekko 1 3 1 4 -2 -3

SDN 081 HOYANE 1 3 1 4 -2 -3

Kec. Sukamaju 14 58 41 99 -13 -53

SDN 161 LAMPUAWA SDN 163 TAMBOKE SDN 169 KETULUNGAN

SDN 170 TULUNGSARI I SDN 172 SUKAMAJU I SDN 177 TOLANGI

1 3 2 5 -1 -3

1 5 1 6 0 -1

1 4 3 7 -1 -3

1 6 1 7 1 0

1 5 2 7 -5 -7

(31)

Schools with small student-class group ratio (< 32 students per class group)

School PNS Class

Teac hers

Non-PNS Class Teachers

Total Class Teac hers

Under/over supply of

Class Teachers

Under/over supply of PNS Class

Teachers SDN 178 MULYOREJO I

SDN 183 SUMBER BARU

SDN 173 SUKAMAJU II SDN 175 SUKAMUKTI SDN 179 MULYOREJO II SDN 182 WONOKERTO SDN 162 MINANGA TALLU

SDN 166 SAPTA MARGA

1 6 4 10 1 -3

1 8 5 13 1 -4

1 3 4 7 1 -3

1 4 1 5 -1 -2

1 2 4 6 -6 -10

1 4 4 8 0 -4

Total 20 75 78 153 -5 -80

Table 16 provides the following findings:

1) Malangke Barat sub-district: SDN 157 Kalitata has a shortage of twelve PNS class teachers and needs two additional non-PNS class teachers. This shortage may disrupt the learning and teaching process.

2) Sekko sub-district: SDN 081 Hoyane has a shortage of three PNS class teachers and needs two additional non-PNS class teachers, this shortage may disrupt the learning and teaching process.

3) Sukamaju sub-district: Seven schools lack PNS class teachers and receive

insufficient support from non-PNS class teachers (i.e., SDN 182 Wonokerto needs 6 teachers, SDN 172 Sukamaju I needs 5 teachers). These shortages may disrupt the learning process.

4) While it is difficult to implement, teacher redistribution should be carried out across sub-districts where an oversupply of PNS or non-PNS class teachers are reassigned to schools in need. Redistribution of subject teachers should also be carried out in the same way.

For schools with larger student-class group ratios (> 32 students per class group) that lack PNS class teachers, reassigned teachers from oversupplied schools should have the S-1 qualification and be within the productive age. Example of this can only be found in Sukamaju sub-district.

(32)

Proportional Teacher

163

www.kinerja.or.i

Table 17. Education unit with large class group (> 32 students per class group)

School Name School PNS

Class Teac

hers

Non-PNS Class Teachers

Total Class Teac hers

Under/over supply of

Class Teachers

Under/oversu pply of PNS

Class Teachers

SDN 164 KALUKU

>32 Students 1 3 3 6 0 -3

SDN 165 SALULEMO

>32 Students 1 5 2 7 1 -1

Total 2 8 5 13 1 - 4

Table 18 shows the mapping of PNS class teachers by qualifications and age in three sub-districts.

Table 18. Cross tab teacher qualification and age per sub-district

Education

level Age

[1] 26-35 [2] 36-45 [3] 46-50 [4] 51-55 [5] 56-60 Total

Kec. Malangke Barat

04D1 05D2 07S1

1 1

10 10 2 1 3 26

11 23 12 4 1 51

Kec. Sekko 18 18 12 3 3 54

03SMA 10 8 2 20

04D1 2 2

05D2 16 3 4 1 1 25

07S1 2 5 7

Kec. Sukamaju 22 39 28 18 18 125

03SMA 2 3 3 4 12

04D1 1 1

05D2 4 15 7 7 7 40

06D3 1 1 2

07S1 17 21 17 8 6 69

08S2 1 1

(33)

Table 18 presents the following findings: 1) Malangke Barat sub-district: (a)

65.4% or 51 PNS class teachers have S-1 qualification and most fall within the ages of 26-45 (34 teachers). (b) 33.3% or 26 PNS class teachers have DII qualification and most fall within the ages of 26-45 (20 teachers), with a potential to progress to S1 qualification. (c) 6.4% or 5 PNS class teachers will retire in the next 5 years, therefore schools need to prepare for their replacement.

2) Sekko subdistrict: (a) 46.3% or 25 PNS class teachers have DII qualification and most fall within the ages of 26-35 (16 teachers). These teachers will have the potential to continue to S-1 qualification. (b) 37.0% or 20 PNS class teachers have SMA qualifications and most fall within the ages of 36-45 (10 teachers), and still have the potential to progress to S-1 qualification. (c) 5.6% or 3 PNS class teachers will retire in the next 5 years.

3) Sukamaju subdistrict: (a) 56% or 70 PNS class teachers have

qualifications higher than S1 and are eligible to be reassigned to schools in need of PNS class teachers.

(b) 33.6% or 42 class teachers have DII - DIII qualifications, and most fall within the ages of 36-45 (16 teachers). These teachers may continue to S-1 qualification. (c) 4.4% or 18 PNS class teachers will retire in the next 5 years, and the schools need to prepare for their replacement.

4) According to initial analysis, most of the schools lack PNS class

teachers, which will makes redistribution difficult.

4. Alternative strategy for appointment of subject teachers at SDN, SMPN and SMAN.

Subject teachers are subject to work 24 hours per week and especially for self-development (BK) teachers, schools must apply the required ratio of 150-200 students per teacher. Mechanism to calculate and develop alternative strategy is similar to SDN class teachers.

D. PTD Recommendations in Luwu Utara District

Following a series of workshop conducted in March and April 2012, KINERJA identified the following recommendations:

1. Follow-up on PTD road map of Luwu Utara District 2012-2014

(34)

Proportional tecaher

166

www.kinerja.or.id

2. Issue district head regulation on PTD planning and restructuring and disseminate information in the local state newspapers. DPRD suggests to intensify this action to include local regulations for planning and restructuring of PNS teachers.

3. Teacher distribution is carried out within the sub-district in accordance with the set criteria (teacher availability, qualification, competency, rotation period, age limit, area of origin) first. If there is still a lack of teachers, additional teachers may be reassigned from the nearest sub-district.

E. Suggestions

Data verification shows that LI and NUPTK data have some constraints and may produce bias results should further analysis is conducted. The following are findings from LI and NUPTK data verification:

1. LI data (a) provides the number of students per class, but there is no number of class group, (b) number of students is the same as number of class group, (c) number of teachers in LI data is not the same as number of teacher in NUPTK data.

2. Teacher certification is not available in NUPTK.

LI and NUPTK data are continuously being updated at every sub-district, all sub-districts are expected to have up-to-date data by 2013.

(1)

Table 14. Education units with smaller ratio of class group student

(< 8 student per class group) per sub-district

Schools with small student-class group ratio (< 8 students per class group)

Schools PNS

Class Teac hers

Non-PNS Class Teachers

Total no. of Class Teac hers

Under/over supply of

Class Teachers

Under/oversu pply of PNS

Class Teachers

Kec. Sekko 4 6 7 13 -11 -18

SDN 070 BANA SDN 072 TURONG SDN 075 LAMBIRI SDN 234 LORE

1 2 1 3 -3 -4

1 3 4 7 1 -3

1 1 1 2 -4 -5

1 0 1 1 -5 -6

Kec. Sukamaju 1 0 4 4 -2 -6

SDN 227 PONGKASE 1 0 4 4 -2 -6

Grand Total 5 6 11 17 -13 -24

Table 15. Education unit with smaller student-class group ratio

(< 16 students per class group) per sub-district

Schools with small student-class group ratio (< 16 students per class group)

School PNS

Class Teac hers

Non-PNS Class Teachers

Total Class Teac hers

Under/over supply of

Class Teachers

Under/over supply of PNS Class

Teachers

Kec. Malangke Barat 3 8 12 20 2 -10

SDN 145 LAMIKO-MIKO SDN 147 LABBU SDN 159 PEMBUNIANG

1 3 3 6 0 -3

1 3 5 8 2 -3

1 2 4 6 0 -4

Kec. Sekko 7 16 15 31 -11 -26

SDN 065 RANTE KASUMMONG SDN 071 TANETE SDN 073 BUSAK SDN 077 PEWANEANG SDN 078 POYAHAANG SDN 082 KARIANGO

1 4 4 8 2 -2

1 3 1 4 -2 -3

1 1 4 5 -1 -5

1 0 4 4 -2 -6

(2)

Schools with small student-class group ratio (< 16 students per class group)

School PNS

Class Teac

her

Non-PNS Class Teacher

Total Class Teac

her

Under/over supply of

Class Teacher

Under/over supply of PNS Class

Teacher

SDN 086 LEDAN 1 2 1 3 -3 -4

Kec. Sukamaju 1 2 4 6 0 -4

SDN 185 PAOMACANG 1 2 4 6 0 -4

Total 11 26 31 57 -9 -40

A number of schools in all three sub-districts have student-class group ratios close to MSS (32 students per class group), as shown in Table 16.

Table 16. Education unit with student-class group ratio closer to MSS

(32 students per class group) per sub-district

Schools with small student-class group ratio (< 32 students per class group)

School PNS

Class Teac hers

Non-PNS Class Teachers

Total Class Teac hers

Under/over supply of

Class Teachers

Under/over supply of PNS Class

Teachers

Kec. Malangke Barat 5 14 36 50 10 -24

SDN 143 ARUSU SDN 146 WAELAWI SDN 155 URUKUMPANG SDN 157 KALITATA SDN 160 LANDUNG DOU

1 3 8 11 5 -3

1 3 4 7 1 -3

1 4 5 9 3 -2

1 1 10 11 -2 -12

1 3 9 12 4 -4

Kec. Sekko 1 3 1 4 -2 -3

SDN 081 HOYANE 1 3 1 4 -2 -3

Kec. Sukamaju 14 58 41 99 -13 -53

SDN 161 LAMPUAWA SDN 163 TAMBOKE SDN 169 KETULUNGAN SDN 170 TULUNGSARI I SDN 172 SUKAMAJU I SDN 177 TOLANGI

1 3 2 5 -1 -3

1 5 1 6 0 -1

1 4 3 7 -1 -3

1 6 1 7 1 0

1 5 2 7 -5 -7

(3)

Schools with small student-class group ratio (< 32 students per class group)

School PNS

Class Teac hers

Non-PNS Class Teachers

Total Class Teac hers

Under/over supply of

Class Teachers

Under/over supply of PNS Class

Teachers SDN 178 MULYOREJO I

SDN 183 SUMBER BARU

SDN 173 SUKAMAJU II SDN 175 SUKAMUKTI SDN 179 MULYOREJO II SDN 182 WONOKERTO SDN 162 MINANGA TALLU

SDN 166 SAPTA MARGA

1 6 4 10 1 -3

1 8 5 13 1 -4

1 3 4 7 1 -3

1 4 1 5 -1 -2

1 2 4 6 -6 -10

1 4 4 8 0 -4

Total 20 75 78 153 -5 -80

Table 16 provides the following findings:

2) Sekko sub-district: SDN 081 Hoyane has a shortage of three PNS class teachers and needs two additional non-PNS class teachers, this shortage may disrupt the learning and teaching process.

3) Sukamaju sub-district: Seven schools lack PNS class teachers and receive

insufficient support from non-PNS class teachers (i.e., SDN 182 Wonokerto needs 6 teachers, SDN 172 Sukamaju I needs 5 teachers). These shortages may disrupt the learning process.

(4)

Table 17. Education unit with large class group (> 32 students per class group)

School Name School PNS

Class Teac

hers

Non-PNS Class Teachers

Total Class Teac hers

Under/over supply of

Class Teachers

Under/oversu pply of PNS

Class Teachers SDN 164 KALUKU

>32 Students 1 3 3 6 0 -3

SDN 165 SALULEMO

>32 Students 1 5 2 7 1 -1

Total 2 8 5 13 1 - 4

Table 18 shows the mapping of PNS class teachers by qualifications and age in three sub-districts.

Table 18. Cross tab teacher qualification and age per sub-district

Education

level Age

[1] 26-35 [2] 36-45 [3] 46-50 [4] 51-55 [5] 56-60 Total

Kec. Malangke Barat

04D1 05D2 07S1

1 1

10 10 2 1 3 26

11 23 12 4 1 51

Kec. Sekko 18 18 12 3 3 54

03SMA 10 8 2 20

04D1 2 2

05D2 16 3 4 1 1 25

07S1 2 5 7

Kec. Sukamaju 22 39 28 18 18 125

03SMA 2 3 3 4 12

04D1 1 1

05D2 4 15 7 7 7 40

06D3 1 1 2

07S1 17 21 17 8 6 69

(5)

Table 18 presents the following findings: 1) Malangke Barat sub-district: (a)

3) Sukamaju subdistrict: (a) 56% or 70 PNS class teachers have

qualifications higher than S1 and are eligible to be reassigned to schools in need of PNS class teachers.

4) According to initial analysis, most of the schools lack PNS class

teachers, which will makes redistribution difficult.

4. Alternative strategy for appointment of subject teachers at SDN, SMPN and SMAN.

D. PTD Recommendations in Luwu Utara District

Following a series of workshop conducted in March and April 2012, KINERJA identified the following recommendations:

1. Follow-up on PTD road map of Luwu Utara District 2012-2014

(6)

E. Suggestions

Data verification shows that LI and NUPTK data have some constraints and may produce bias results should further analysis is conducted. The following are findings from LI and NUPTK data verification:

2. Teacher certification is not available in NUPTK.

LI and NUPTK data are continuously being updated at every sub-district, all sub-districts are expected to have up-to-date data by 2013.